In order to get into and stay in the study zone to learn the information given in a college textbook, it is necessary to understand all of the term introduced in the textbook.  The purpose of the Vocabulary Skills Section of TLW is develop the technique of learning how to understand, retain and use the definition of the new terms introduced in a college course.

It is possible by u sing the definition of each of the terms used in the classification and identifying characteristics of the term "learning," to determine the specific abilities required to learn the new terms introduced in a college textbook or course.

Learning is defined as the ability to (1) obtain, (2) retain and (3) use new information.

The definition of learning gives the following three abilities required to successfully learn a new term's definition:

		Obtain the meaning of each new term by locating the new term's classification and identifying characteristic(s).
		Retain the new terms' classification and identifying characteristic(s) by keeping then in ones mind for future use.
		Use the new term's classification and/or identifying characteristic(s) to solve a problem or communicating to others information that contains the new term.  Only by using a new term as soon as it is obtained , it is possible to retain it.

Unit 1:  Three Parts of a Definition.
This unit emphasizes in order to understand a term's definition it is necessary to know the definition of all of the words used as the term's classification and identifying characteristic(s).  A definition is a statement consisting of three parts that gives the meaning of a word or a phrase.  The first part of a definition is the term being defined.  The term being defined is the part of a definition statement that serves as a label/name for the term's classification and identifying characteristic(s).  A term's classification is the part of a definition statement that tells under what category or group a term is located or belongs.  A term's identifying characteristic(s) is the unique feature(s) of the term that are not shared with other terms having the same classification .  In Unit 2 it is shown how the identifying characteristis(s) is the part of the definition that is used to recognize examples of the term.  In English courses the classification sometimes is referred to as the genus (the family) and the identifying characteristic(s) as the differentia (distinguishing feature) of which the term being defined belongs. 

It is emphasized if the definition of a word used in a term's definition is not known, the term's definition is known by only by rote memory and can only be "parroted back." Not knowing the definition of a word in a term's definition prevents understand any information that contains the term.   It is shown how to construct a definition outline and the different kinds of definition cognitive maps that visually reveal the three parts of a definition statement.

For example, in the following two definitions notice how the condition of the identifying characteristics has different requirements used to identify something:

Definition 1:  An excise tax is an internal tax levied on the manufacture, sale, or consumption of something.

The word "or" separating the identifying characteristics means only one of the three identifying characteristics is required in order to identify an internal tax as an excise tax.  Later in Comprehension Unit 5 it is shown that in order to understand information using this term it is necessary to know the cause and effect of each of the identifying characteristics of internal tax.

Definition 2:   Accountability is the requirement that workers accept the consequences of his or her actions and report those actions to their immediate supervisor .

The word "and" separating the identifying characteristics signals that both of the identifying characteristics of "accept ." and "report." must occur before the "requirement" can be called "accountability."  If a worker only accepts the consequences of his or her actions but does not report them to his or her immediate supervisor, this does not meet the "requirement" needed to be called an example of accountability.

Example Definition Concept Map

Unit 2: Examples.
An example of a term contains a specific illustration of the term's classification and the identifying characteristic(s). This unit demonstrates how to connect the characteristic(s) found in an example to a term that has similar identifying characteristic(s) by using criteria questions. Being able to identify an example of something is a skill required in all college courses and professions.

Unit 3: Context Clues.
Many times it is possible to obtain the meaning of an unknown word by using context clues. Context clues are the clues found in the information given before and/or after an unknown term that reveals the unknown term’s meaning. Two general types of context clues are introduced: inference and redundant. The inference context clues are cause, effect, and experience. The redundant context clues are comparison, contrast, and example.

Unit 4: Similes and Metaphors
A simile or a metaphor is a comparison between two things that are unlike, but resemble each other in at least one important characteristic. It is explained that a characteristic of something given as a simile or metaphor is the identifying characteristic of used to describe a person, place or thing.

Unit 5: Memory Techniques to Learn Definitions.
Because of the hundreds of new terms that must be learned in a college course, it is important to apply the strategies used to retain and recall the three parts of a term’s definition. Twenty different retention strategies introduced in the Study Skills Section of TLW are applied to retaining and recalling a term's definition.

Unit 6: Synonyms.
A synonym is a term whose classification is similar to other terms, but has a unique identifying characteristic(s) that gives a precise meaning to a term used in a statement. This unit explains the reason why and how to select a synonym that has the identifying characteristics required to best convey a specific idea. Later in the comprehension unit on problem solving it is necessary to select a synonym that best describes the action used to solve a problem.

Unit 7: Predicting Definition and Example Test Questions.
Both college tests and professional licensing examinations have questions measuring the ability to recognize one of the three parts of a term’s definition and examples of the term. By applying the strategies developed in this unit, it is possible to predict definition and example test questions for the terms introduced in a college course and on professional licensing examinations.

Go to top